Identifying Leadership Development Needs of Catholic Secondary Ed

This case study examined the experiences of current administrators to identify leadership development needs for novice and future administrators at a Catholic secondary school.. These ci

Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies

Collection

2016

Identifying Leadership Development Needs of

Catholic Secondary Educators

Neil M Theisen

Walden University

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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Neil Theisen

has been found to be complete and satisfactory in all respects,

and that any and all revisions required by the review committee have been made

Review Committee

Dr Don Jones, Committee Chairperson, Education Faculty

Dr JoeAnn Hinrichs, Committee Member, Education Faculty

Dr Paul Englesberg, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D

Walden University

2016

Abstract Identifying Leadership Development Needs of Catholic Secondary Educators

by Neil M Theisen

MAT, Fordham University, 1996

BA, Fordham University, 1995

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University August 2016

Abstract Current administrators at a Northeast metropolitan area Catholic school have not formally identified the needs that support leadership development for their future and novice administrators Compounding this problem, an increasing number of Catholic school lay administrators are taking on leadership roles traditionally held by members of religious communities whose membership is steadily declining within the United States This case study examined the experiences of current administrators to identify leadership

development needs for novice and future administrators at a Catholic secondary school The study’s framework was derived from the concepts of leadership succession planning and mentoring A purposeful sample of 10 current lay administrators at a Catholic

secondary school was used to provide interview data in response to standardized

questions designed to elicit their perceptions An inductive approach was used to analyze the data through the identification and coding of common themes that emerged from the range of participant responses The findings demonstrated that active leadership planning, purposeful mentoring, and prioritizing the continuity of religious identity were critical needs for the development of novice and future administrators at the particular

metropolitan Catholic school in question The findings may be used to codify the

leadership development process at the research site and to provide a model for other Catholic secondary schools to develop administrator preparation programs that address common leadership requirements for the future

Identifying Leadership Development Needs of Catholic Secondary Educators

by Neil M Theisen

MAT, Fordham University, 1996

BA, Fordham University, 1995

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University August 2016

Dedication

To my wife Joanne

Acknowledgments

I would like to thank my committee chairperson, Dr Don Jones, for staying with

me over the course of this long journey His mentorship and patience were invaluable

I would also like to thank my committee members, Dr Englesberg, Dr Hinrichs and Dr Miller…Their dedication kept me from settling for less than my best effort

Thanks to my mom for teaching me the value of education

Thank you to my children for understanding the hours spent pursuing this study Most of all, thank you to my wife Joanne…without her love and support the first page would still be blank

Table of Contents

List of Tables……… v

Section 1: Introduction to the Study 1

Problem Statement 4

Nature of the Study 6

Research Question 7

Purpose of the Study 8

Conceptual Framework 8

Operational Definitions 12

Assumptions, Limitations, Scope, and Delimitations 13

Assumptions 13

Limitations 13

Significance of the Study 14

Summary 15

Section 2: Literature Review 17

Overview 17

Need for the Study 18

Leadership and Education 21

Leadership Development Experiences 25

Need for Leadership Development 27

Evolution of Educational Leadership 30

Models of Leadership Development Programs 34

Need for Leadership Development in Catholic Parochial Schools 36

Changing Nature of Catholic Parochial Faculty Demographics 40

Challenges Facing Lay Leadership 42

Identifying, Encouraging, and Developing Future Leaders 44

Sustainable Leadership 46

Grooming as a Function of Leadership 48

Succession Planning Through Leadership Development 50

Internal Leadership Development Programs 53

Organizational Experience and Leadership Development 54

Organizational Benefits of Internal Leadership Development 56

Negative Effects Associated With the Lack of Leadership Development Programs 58

Literature Related to the Methodology 61

Conclusion 67

Section 3: Methodology 68

Research Design 68

Design Justification 70

Research Question 75

Context of the Study 76

Participants 77

Role of the Researcher 81

Data Collection 81

Data Analysis 83

Validity 86

Conclusion 87

Section 4: Findings 89

Interview Data Collection 89

Artifact Data Collection 94

Interview Data and Themes 94

Artifact Data and Themes 100

Findings 103

Administrator Preparation Experiences 106

Institutionally Specific Administrator Challenges 111

Administrator Preparation Philosophies 117

Institutionally Specific Administrator Requirements 123

Other Themes 127

Summary of the Findings 129

Validation 135

Summary 137

Section 5: Interpretations, Implications, and Recommendations 138

Interpretation 139

Institutionally Specific Administrator Challenges 141

Administrator Preparation Philosophies 142

Institutionally Specific Administrator Requirements 143

Implications for Social Change 147

Recommendations for Practice 149

Recommendations for Further Study 151

Reflection 152

Conclusion 153

References 155

Appendix A: Primary Research and Interview Questions 172

Appendix B – Job Descriptions from Faculty Handbook 174

Section 1: Introduction to the Study The Catholic parochial school system in the United States is at a crossroads The administrative model that has been in place for more than a century has traditionally relied on members of religious communities to fill leadership positions This paradigm may no longer be viable, considering the steep decline in the present membership of those same religious communities In referencing American nuns, Gibson (2014) stated that “membership in women’s religious orders grew rapidly in the first half of the 20thcentury, reaching a high point of 181,421 sisters in 1966 Since then, the numbers have steadily declined, to below 50,000 today, a 72.5 percent drop-off” (para 2)

As a result of this demographic change, lay faculty in the Catholic school system have experienced an expanded role in the area of classroom teaching and, more recently,

in school administration These circumstances are becoming more common across the broad spectrum of Catholic schools in the United States, and they raise the question about the need for formal and informal professional leadership development programs for future school administrators (McDonald & Schultz, 2016)

No evidence has been found to suggest that Catholic schools in the United States have invested in internal administrator preparation programs on a significant scale

Formal, uniquely organized and sponsored administrative leadership development

programs in schools have existed for many years At least one large metropolitan school district in the United States and the national school system in Great Britain have

developed internal leadership programs for administrators that offer more than basic academic credentials available through degree granting programs The New York City Department of Education (NYCDoE) has established a leadership academy to equip aspiring principals with foundational professional leadership development The 14-month program “uses problem-based and action learning methodology to prepare participants to lead instructional improvement efforts” (NYCDoE, 2010, p 1) The Aspiring Principals Program (APP), which was instituted in 2004, currently accounts for 16% of New York City’s public school principals and provides leadership coaching programs tailored to meet specific leadership challenges (NYCDoE, 2010) On a broader scale, Great Britain recently moved toward providing baseline leadership development programs that go beyond formal academic degrees at the national level The National College for School Leadership in Great Britain, which opened in 2002, offers standardized national level leadership development, to include the exploration of emerging practices (Bush, Briggs,

& Middlewood, 2006) Both the New York City program and the British national

program underscore the fact that focused leadership development beyond obtaining a formal academic degree is important to the success at the individual institutional level

Focusing on a smaller scale by studying the problem at a metropolitan area

Catholic school in the Northeast United States, I explored school community and

organizational needs that drive leadership development centering on administrator

preparation at this local level Over the past few decades, U.S Catholic schools have been challenged to remain a competitive alternative to an improving and evolving

national public school system In the Northeast United States, Catholic schools that had once been filled with hundreds of students have either closed or consolidated into

regional schools (Lestch, 2011) To justify substantial tuition expenditures by

stakeholders, Catholic schools need to remain competitive while maintaining the

religious and cultural traditions that make them the preferred choice for individuals choosing a faith based education At the same time Catholic schools must keep pace with nonreligious, private and public institutions to meet the current and future needs of their students

Remaining a competitive educational choice is essential for the survival of any private educational institution To this end, leadership is critical Catholic stakeholders should consider leadership development programs for future administrators who, because

of the increasing shortage of faculty from religious orders, will likely emerge from the ranks of lay faculty Future leaders must understand the enduring mission of Catholic schools and their evolving role in the surrounding communities This paradigm shift coincides with the model of participative leadership in which faculty members are

prepared to assume leadership and administrative roles within the decision-making

process of an educational institution (Lunenberg & Ornstein, 2008) Few, if any, studies have focused specifically on community and organizational needs that will shape

leadership development for administrators in Catholic education

Problem Statement

The community of current administrators in a Northeast metropolitan area

Catholic school had not formally identified the needs, both organizational and communal, that support leadership development for future and novice administrators At the Catholic school in question, there was no published record of any formal discussion, at either the administrative or general faculty level, that addressed leadership development for

aspiring administrators This problem was compounded by the sharply and steadily declining numbers of religious faculty who traditionally held administrative positions and were responsible for maintaining the religious identity of Catholic schools in the United States (Gibson, 2014) Through interviews, I explored the perceptions of current

administrators at one metropolitan Catholic secondary school regarding the need for leadership development programs

This problem is not unique to the school in question: Catholic schools across the United States are being affected by the declining numbers of religious orders, particularly Catholic schools in Northeast metropolitan areas of the United States A large number of Catholic schools are located in this region, and they will soon be at a point of

organizational transition resulting from the decline of religious faculty and

administrators Historically, individuals from various religious communities held school leadership and administrative positions in U.S Catholic schools These religious

communities were assigned to or sponsored educational institutions (Dolan, 2010) The current trend is for lay faculty to assume more responsibility for classroom teaching and

school administration (Editorial, 2005; Scheopner-Torres, 2011) Despite this trend, no evidence has indicated that professional leadership programs for administrator

preparation exist in response to specifically identified needs arising from the local school community There is evidence, however, that public school systems in comparable

metropolitan region have instituted leadership development programs in response to school community and organizational change (NYCDOE, 2010)

The contemporary dynamic educational environment is complex Classroom experience alone may no longer provide the foundational depth required of most school administrators Being a good teacher does not automatically prepare an educator to be a good department chairperson or a good administrator Teaching qualifications and

experience are no longer considered sufficient to hold leadership positions; leadership at the administrative level is more commonly being considered a more specialized position requiring specific preparation (Bush, 2008) Outside of the Catholic school system, future program directors, department chairs, and administrators require formal and informal leadership development through their educational institutions that supplements

certificate- or degree-granting academic programs (Miller, 2008; Rhodes & Brundrett, 2009; Vasudeva, 2009)

Each school has unique organizational and instructional needs specific to its relationship with the community it serves The absence of professional leadership

development programs in response to the unique requirements of a local school

community might decrease the perception of faculty efficacy because of the lack of

preparation for long-term career advancement opportunities In a British study, Rhodes and Brundrett (2009), concluded that the lack of confidence and the limited mentoring prevented teachers “from actively pursuing or achieving leadership progression” (p 385) Rhodes and Brundrett recommended a common-sense approach to education and to mentoring and career development preparation programs

Nature of the Study

I employed a constructivist case study methodology to address how to best

prepare the next generation of Catholic leadership not only at the school in question but also in the larger context of the Catholic school system The research was timely because Catholic schools, especially those in the local school community in this study, are

transitioning from a model in which leadership and leadership training is carried out within sponsoring religious communities to one in which lay faculty will be taking on more leadership and administrative roles because of the decline of religious community membership throughout the United States

I employed a qualitative study to answer the primary research question, which focused on identifying the needs that will support the establishment of leadership

development programs for parochial school administrators The literature review

addressed the contextual and methodological foundations and indicated the need for further study of the problem Interviews with current administrators at a Northeast

metropolitan area Catholic secondary school were the primary data source Participants answered open-ended questions directing them to articulate the various needs that support

leadership development for future administrators at the school community Additionally, artifacts were collected to provide both context and validation for the interview process The data were coded and analyzed for key trends, which led to a greater understanding of the needs driving leadership development at the school Recommendations were made based on how the needs identified by the interviewees may influence leadership

development programs at the participating school

Research Question

The decline in the number of religious faculty in the U.S Catholic school system over the past few decades has created leadership opportunities in administration for lay teachers (Gibson, 2014; McDonald & Schultz, 2016) Unlike their public school

counterparts, however, most Catholic lay faculty members do not have access to

specialized leadership training in administrative roles A review of the literature revealed

no specific studies that directly addressed leadership development for future

administrators serving in Catholic secondary schools Several related works indirectly supported the research topic Based on extensive web-based research, I was the first to address the topic of identifying the needs in a local parochial Catholic secondary school community that should and will drive leadership development for future administrators

In case studies, the data paint a picture so that the reader develops an in-depth understanding of the problem being explored (Creswell, 2007) The basis for defining the needs that support the use of a leadership training program for future administrators at a Northeast metropolitan area school can be found in the experiences and perceptions of

current administrators The study was guided by one research question: What needs do current administrators at one Northeast metropolitan parochial school identify to support leadership development for novice and future administrators?

Purpose of the Study

The purpose of this study was to gain an in-depth understanding of leadership preparation needs as identified by current administrators at one Northeast metropolitan parochial school Current administrators’ experiences were used to identify the needs that may guide future leadership development programs The study focused on the specific developmental issues of the institution in light of the sharply and steadily declining numbers of religious faculty who have traditionally held administrative positions in Catholic schools Given the limited number of studies on the need for specialized

leadership development training in U.S Catholic schools, this constructivist case study addressed the need for specific administrator preparation tailored to the culture and character of the local school community The findings were intended to create a basis for new leadership development programs for administrator preparation and organizational growth planning at the local Catholic school community

Conceptual Framework

This study was designed to identify leadership development needs in one

secondary Catholic school through a comprehensive understanding of the phenomena based on the multiple realities and perspectives created by the interaction between

myself, as the researcher, and the interview participants Before identifying a need, that

need must be defined In education, the term leadership has taken on many definitions and has often been confused with the term management Management addresses the

operational processes of an organization, whereas leadership creates context for the present and defines the future direction for an organization Steyrer (1998) wrote about leadership as a way of expressing values and meaning through action and inspirational vision Steyrer’s leadership is transformative; that is, the followers adopt the

organizational values and mission articulated by the leadership In essence, the

individuals commit to the mission as defined by leadership

The purpose of this subsection is to define the concept of leadership development

in relation to administrator preparation This conceptual framework was necessary to bridge the gap between leadership development in an educational setting and the specific case of leadership development to prepare administrators in the secondary school I used

in this case study In addition, understanding the nature and potential benefits of

leadership development programs created a context through which interview responses were analyzed and the resulting recommendations were presented

The need for leadership development in a local setting has been identified for nearly a century In an early 20th -century work on leadership development for

administrators, Pierce (1935) chronicled the evolution of professional qualifications for principalship In the 19th century, principalship culminated in the mastery of academic subject matter and good character By the late 1800s, metropolitan school districts,

particularly in the Northeast, began to require professional knowledge on the subjects of

teaching, general education, and even educational reform as a qualification By the early 1900s, principals’ associations began to develop to provide peer-to-peer mentoring in addressing the challenges of educational leadership These associations were one of the first examples of leadership development at the local level, which supplemented formal academic programs (Pierce, 1935)

The justification for leadership development in response to locally identified needs remains valid in the current era of educational transformation Few new principals have mastered the tenets of administrative management and instructional leadership Experienced principals require support to sustain relevant competence in leading a school community In response to these needs, leadership development is required in some school districts, such as in the New York City public school system, regardless of

experience (Fink & Resnick, 2001) Today, few doubt the decision to invest in quality school leadership; the question is how to produce sustained and responsive quality

leadership in local school communities (DeVita, Colvin, Darling-Hammond, & Haycock, 2007) To this end, strategic planning in leadership succession is critical and requires deliberate preparation in meeting the needs of the local school community (DeVita et al., 2007; Lindsay, 2008) Although workshops and seminars are effective introductions to new leadership concepts, leadership development at the local level provides a sustained solution in response to trending educational issues at the local level (Darling-Hammond, LaPointe, Meyerson, & Orr, 2007) A good example of the type of sustained and

responsive local leadership development addressed in this study can be found in the New

York Leadership Academy, founded in 2003, whose objective is the preparation of new principals, beyond academic credentials, for the rigorous demands that a diverse

metropolitan community can impose (DeVita et al., 2007)

When researching this topic, I identified several recurring needs driving local leadership development Traditionally, school administrators spent a significant amount

of time managing resources, such as finances, supplies, faculty training, community relations, and so on These tasks still put a heavy demand on principals’ time Effective leadership development in addressing these challenges can mitigate extra effort spent on these factors (DeVita et al., 2007) Another identified need is the current trend in which school leaders attempt to move away from administrative mechanics Instead, leaders focus on instructional leadership, curriculum development, and faculty coaching that responds to the specific challenges of a local school community (Mendels, 2012) The need for mentorship has also been a recurring theme in leadership development literature

In general, U.S administrators work in a compartmentalized environment (DeVita et al., 2007) In response to this phenomenon, school districts have been formalizing the

mentoring process, resulting in a continuity of experience in responding to local school issues (DeVita et al., 2007; Fink & Resnick, 2001)

The majority of concepts discussed in this section were pioneered by metropolitan area public school systems in response to common leadership challenges applied in diverse local settings In this study I applied the above concepts that currently govern leadership development in multiple metropolitan areas of various sizes across the United

States, including the Northeast metropolitan area Catholic school where I conducted the research The commonality of the needs that govern the local school community should not have affected the general application of these concepts; however, the unique religious nature of a Catholic school may have altered the context of the application to a significant degree

Operational Definitions

The following terms are defined according to how they were used in the study:

High-time administrator: An individual who has 20 years or more of experience

in a titled school administrative position High-time does not refer to a type of

preparation or administrator development

Mid-level administrator: An individual who has 5 years or more, but less than 20

years, of experience in a titled school administrative position Mid-level does not refer to

a type of administrator position

Novice administrator: An individual who has less than 5 years of experience in a

titled school administrative position Novice does not refer to a type of administrator position

Parochial school: An educational institution supported by a local church or

religious community The governing principles and financial support are provided by the local church or religious order, although in most cases students pay tuition to attend the school (Freude, 1998)

Assumptions, Limitations, Scope, and Delimitations Assumptions

I assumed that the respondents answered the interview questions accurately and objectively and without an obligation to adjust their responses to avoid criticizing the school’s current or previous leadership and policies I also assumed that the respondents had a genuine concern in identifying the needs of parochial professional leadership development, and provided logical and carefully considered responses to the interview questions I also assumed that the respondents had both the breadth and depth of

experiences to answer the questions in a manner that would bring about new

understanding of the research topic Additionally, I assumed that the experiences

recorded at the particular Catholic secondary school where the interviews took place were common, to a degree, with other metropolitan area Catholic schools Finally, I assumed that the respondents’ answers would allow for identification of common themes

compared to the larger Catholic system Another limitation was a potential perceived lack

of anonymity because of the small size of the faculty The respondents may have been concerned that their answers would identify them based upon specific demographic questions This apprehension could have possibly led to omissions or distortions in the interview responses

The scope of this study was narrow: The research took place at one single-gender metropolitan Catholic high school in the Northeastern United States The suburban

socioeconomic environment is somewhat homogenous and can best be described as primarily middle -class to upper -middle class

Significance of the Study

This study contributed to the discussion regarding the need for leadership

development in academic environments, particularly the Catholic school system The research facilitated a more in-depth understanding of the needs of institutional leadership

as seen from the leaders in the parochial school system Currently, membership in

religious communities in the United States is declining (Gibson, 2014) As lay teachers and administrators assume expanding roles in Catholic schools, leadership development becomes a critical issue At a time when economic stability is uncertain, if stakeholders are to continue to invest in Catholic education, the leadership vision must adapt to ensure continuation of tradition along with the development of strategies to meet the inclusive needs of school communities in the 21st century This study addressed the perceptions of the internal stakeholders regarding the developmental leadership challenges and potential

solutions that will help Catholic education to continue to be an asset to the U.S

educational community The data gathered in this study may have a significant impact on the way that Catholic leaders prepare educators Effective leadership requires a

continuous and distributive assessment of needs In the Northeastern metropolitan area that was the focus of the study, more than 160,000 students are educated in

approximately 600 Catholic elementary and secondary schools whose faculty number over 5,000 (Diocese of Brooklyn, 2012) The oldest and largest Catholic school

communities are in New York City and its surrounding metropolitan area This study may

be the impetus for broader discussions on ways to meet leadership development needs in 1,200 U.S Catholic secondary schools attended by over 575,000 high school students (McDonald & Schultz, 2016)

Summary

The declining numbers in the U.S Catholic religious population have led to an increase in lay administrators in the U.S parochial school system As a result, current Catholic lay administrators find themselves facing the same needs as their public school contemporaries Local leadership development programs have been implemented in large metropolitan settings such as New York City The central issue of this study was the specific needs for administrator leadership development as identified by current

administrators at one metropolitan area Catholic school The conceptual framework for this study was rooted in the leadership development processes employed to prepare administrators in large metropolitan cities over the past century A qualitative case study,

focused primarily on interviews, was conducted to explore the leadership development needs identified by Catholic administrators

The following sections include a literature review, providing the intellectual foundation and justification for this study, as well as a review of the methodology that provided a framework for both data collection and analysis Topics covered in the

literature review include defining educational leadership, exploring leadership

development experiences, identifying leadership development needs in academic

communities, the development of future administrators for succession planning, and the justification and application of the methodological paradigm used in this study The methodology review focuses on the research design, including justification of the use of case study methodology, sampling strategy, and the data analysis process The role of the researcher, participants, data collection, ethical issues, and validation strategy are

described in Section 3 Sections 4 includes the results of the study, and Section 5 contains recommendations for future leadership development of parochial school administrators

Section 2: Literature Review The literature review for this study comprises scholarly works focusing on

educational leadership development planning, the nature of leadership in relation to organizational culture, and the challenges facing Catholic schools in the 21st century The literature presented in this section was found primarily in professional journals and purpose-driven scholarly books Other articles were found in periodicals written for general consumption outside the community of professional educators

The literature review is presented through eight major topic areas that

contextually define the research problem and provide a conceptual framework for the study Most research articles were found in the ERIC, Educational Research Complete, and Education from SAGE databases using phrases such as leadership succession,

parochial school administration training, leadership development in parochial schools,

and administrator preparation Common search engines, such as Google Scholar were

also used to find more general material on leadership and statistics, including parochial school staff demographics

Overview

The purpose of this study was to identify leadership development needs at a secondary Catholic school based on the perceptions of current administrators Current literature has not addressed the specific issues of leadership development in Catholic schools My approach to the literature review was to begin with a validation of the study

by exploring general topics of leadership development practices in education, narrowing

to the topic of leadership succession planning, and focusing on specific cultural changes

in the U.S Catholic school system

Eight topics are addressed in the literature review: the need for the study based on the lack of literature pertaining to Catholic education leadership development programs; a working definition of leadership; an applied definition of leadership development, along with examples of leadership development methodology; the need for sustainable

leadership development in Catholic schools; the grooming of future leaders; the specific need for leadership development programs internal and specific to the organizational culture of the institution; and negative issues associated with a lack of leadership

development programs Together, these topics provide an aggregate picture of the

literature review to validate the core inquiry by applying general leadership development concepts to the specific challenges in the changing culture of the Catholic school system

Need for the Study

Compared to the public school system, leadership development within the

Catholic school system has not been a focus of research The faith-based foundation of Catholic schools sets them apart from public education institutions, so literature

addressing the intersection of educational leadership practices and the specific

organizational culture of a Catholic institution regarding a variety of topics from faculty efficacy and teacher retention to succession planning has been lacking Dee, Henkin, and Singleton (2006) commented on the lack of literature addressing these issues in both Catholic and public schools: “Fewer studies, however, have examined the effects of

organizational characteristics on teacher job satisfaction, job performance, and

organizational commitment” (p 604) Leadership plays a significant role in shaping the organizational characteristics of an institution Individuals taking on leadership roles also change the organizational dynamic in their relationship to teacher colleagues (Struyve, Meredith, & Gielen, 2014) Struyve et al (2014) determined that in taking on leadership roles, to include new job responsibilities, a shift in both social and professional relations with former peer colleagues takes place including how new leaders view themselves in relation to the former status quo The manner in which leadership and organizational culture combined in perpetuating a specific learning community will have a cascading effect in defining common characteristics of both the teaching and learning experiences at that institution

Several researchers explored the relationship between professional satisfaction and leadership development, as well as the relationship between experiences derived through professional growth and changes in leadership practices (Bush et al., 2006; Struyve et al., 2014) However, the actual context and nature of teacher leadership is ambiguous Leadership in the field of education has often been confused with

management and has become somewhat conceptually nebulous In addition, the applied practical functions of leadership are considerably different from organization to

organization (York-Barr & Duke, 2004) Teacher leadership as currently understood continues to expand, encompassing different management roles beyond curriculum

development to include professional learning communities and the evaluation of new initiatives (York-Barr & Duke, 2004)

Because of the practical application of leadership and its universal necessity in global educational institutions, most research has been conducted to understand best practices and to make them available across the community (Bush, 2010) Even so, researchers focusing on educational leadership have asserted that theory often does not meet practice Fullan (1996) stated, “more work needs to be done to develop a

meaningful action-based theory of leadership” (p 267) That is, meaningful explanations

of best practices are required to build robust theories of educational leadership and help

to guide school-level practice The relationship, or lack thereof, between theory and practice indicates that more research is needed to determine how well school leaders bridge the gap between theoretical concepts and practical applications In addition to the lack of research on the gap between leadership theory and practice, few researchers have linked the nature and distribution of leadership functions with the commitment of

educators to particular school communities and cultures (Hulpia & Devos, 2009)

Researchers have emphasized the need for further study on the practical

application of leadership theory in the academic setting, particularly on educational leadership across a broad contextual spectrum Few researchers have addressed the practical application of leadership in the Catholic system, and fewer, if any, have applied theoretical models of leadership development programs and their practical application in the Catholic school system Many Catholic secondary schools are governed by a specific

religious order as opposed to Diocesan consolidation making the study of leadership development in Catholic secondary schools even more difficult because decentralization allows individual school level policies to shape professional development (Bush, 2011; Struyve et al., 2014) Bush (2011) concluded that decentralization, however, lead to the implementation of local solutions, including leadership development programs that were employed successfully as a result of an established succession planning process;

however, Bush (2011) mentioned that this was still problematic for smaller schools and Catholic schools Bush’s (2011) findings suggest the need to conduct research in

leadership development in secondary schools requiring a common understanding of leadership I addressed those areas and traits of leadership because they applied directly

to my problem statement

Leadership and Education

Steyrer (1998) wrote about leadership as a transformative way of expressing values and meaning through action and inspirational vision How that definition relates to leadership development in a parochial secondary school can be addressed by

understanding the relationship between teachers assuming leadership roles and their potential development into administrators In focusing on teachers as leaders, York-Barr and Duke (2004) asserted that teacher leadership reflects individual empowerment and localized authority because teachers are central to the operation of educational

institutions For sustainable and meaningful change to take place, teacher leadership must

be active at every level of the educational community Krysinski and Reed (1994) pointed

out that, as an organization undergoes a change from what it currently is to what the leadership thinks it should be, leadership will not only be driving the plan for

transformation but will also be responding to new issues identified during the change process It is true that many aspiring administrators come from the rank of teachers, who often take on a variety of leadership roles within their local school communities These emerging leaders can be agents of change by first understanding the needs of the schools and surrounding communities and then working toward changing organizations to meet those needs These individuals articulate, edit, and become the custodians of institutional vision, and in doing so, they shape the organizational cultures of their schools

(Ghamrawi, 2010)

Educational leadership in a school community can be formal or informal An example of a formal school community leader is a department chair, a staff support director, an assistant principal, and so on Formal teacher leaders, administrators in particular, often receive training prior to assuming their positions and fall within a well-defined organizational hierarchy, at least in most public schools They tend to evaluate educational performance in the classroom, edit and revise curricula, and schedule

professional development and various other administrative tasks (Danielson, 2007) Informal leaders may not have official positions or titles within their school communities, but they can take the initiative to engage in solving problems or the organizational

evolution process In either case, school community leadership such as administrators, define values and inspire others to act (Danielson, 2007) In further defining the role and

influence of leadership on a school community, Danielson (2007) grouped the scope of educator leadership into three major categories: school-wide policies and programs, teaching and learning, and communication and community relations

Leadership, whether defined as a trait or a learned characteristic, is a social

interaction requiring considerable skill and effort Educational leadership requires active participation and understanding with the intent to improve and evolve the local school community This concept may be identified by some as distributed leadership in which organizational success is based on committed members sharing responsibility for the leadership development of the institution (Keiser, Kincaid & Servais, 2011) The degree

to which this social interaction is possible can be defined as leadership capacity

(Lambert, 2006) Leadership capacity, however, is not always the determining factor in who is selected for leadership positions within school communities Rizvi (2008)

questioned how school principals are promoted to formal leadership positions Rizvi stated that this promotion is often based on teaching experience and seniority rather than specific previous leadership experiences or academic qualifications In essence,

leadership capacity is often based on instructional excellence and longevity in the

classroom more than the ability to develop and articulate a reasonable and attainable vision for a particular educational institution Rizvi’s findings, based on four case studies

of administrators in Pakistan with regard to principals’ roles in government primary schools and enhancing teacher professionalism, supported the idea that distinguishing teacher leadership from policy management can be confusing Quinn, Haggard, and Ford

(2006) brought this discussion full circle in relating their definition of educational

leadership, specifically the teacher leader, to the concepts of organizational commitment and the opportunity for career advancement as a means of exercising an individual’s leadership capacity to the fullest extent Teacher leaders possess a combination of

experience and knowledge and can apply these traits to influence the many significant decision-making processes within a school community For these individuals, a limited career path within an organization that does not provide opportunity for advancement to other positions, such as administration, will result in most talented personnel ultimately seeking other career paths or opportunities (Quinn et al., 2006) This concept is also supported by Struyve et al (2014) who acknowledged that developing teacher leadership positions is perceived as a way to create career opportunities leading to greater job

satisfaction

Although it was not possible to apply to this study a single definition of leadership

in general or teacher leadership specifically, several themes emerged during this review: (a) Educational leaders assess organizational needs and then use initiative to inspire others to commit to a mission that meets these needs, (b) leaders shape organizational values, and (c) leaders actively seek an outlet to express their capacity (Danielson, 2007; Quinn et al., 2006; Rizvi, 2008; York-Barr & Duke, 2004) Understanding these recurrent themes was critical to approaching the problem from a standard reference point A

leadership development program tailored to the specific needs of a local school

community and targeted toward individuals who have demonstrated initiative and

capacity provides the foundational discipline needed to translate values into

organizational change for the future sustainability of a particular school community Leadership development programs should not be designed in a vacuum but should take into account the aggregate leadership development experiences of current administrators within a particular school community Understanding these leadership development experiences serves two purposes: identifying shortfalls in preparing to take on an

administrator role, and highlighting those positive experiences that provide a substantial knowledge or experience base in assuming those same leadership positions

Leadership Development Experiences

Leadership development can be broken down into formal or informal experiences (Earley, 2009) Educators in positions of leadership often are required to undertake internships as part of their formal academic training programs; however, educators in leadership positions recognize the value of working alongside more experienced leaders

as a major formative professional experience In this regard, the informal leadership development experience can potentially have a greater impact than formalized academic programs (Earley, 2009) This impact can take the form of conveying values specific to a local school setting, in essence, sustaining a leadership culture Administrators are

introduced to cultural norms through their training, mentoring and discussions with colleagues (Leo & Wickenberg, 2013) Sociologists refer to this process as socialization

Ng (2013) determined that administrators will not only become socialized but will also

direct the socialization process for future leaders because administrators provide a shared purpose and develop an institutional culture for faculty and staff

According to the National Foundation for Educational Research in Great Britain (as cited in Earley & Weindling, 2007), the first stage, or Stage 0, is labeled “preparation prior to headship” (p 74) This leadership development stage is a combination of formal and informal processes Informally, emerging leaders look to experienced educational leaders as role models Formally, emerging school leaders will take administrative

courses, and by combining the two processes, they will work as deputies alongside more experienced leaders, giving the emerging leaders a formalized structure of specific job requirements and exposure to the informal socialization provided by the more

experienced educators with regard to a particular school community (Earley &

Weindling, 2007) Ng and Szeto (2015), in studying professional development needs of novice principals, concluded that Hong Kong, a former British colony, should adopt a similar approach to leadership development in schools that combines formal and informal aspects such as mentoring and workplace centered research projects

On the job training is another pathway to leadership development Miller (2008) wrote about on-the-job leadership development experiences in regard to the

circumstances through which some educators assume leadership positions Miller stated that “some are handed a road map with a person to guide them along the way until they know the road perfectly, while some have to carve out the road and then create the map for themselves” (p 17) Miller’s leadership development exercises include a combination

of on-the-job experiences and formalized, structured discussions in readings,

supervisions, and evaluations

Need for Leadership Development

Leadership in an educational institution is critical for passing on values, inspiring stakeholders, and charting the organizational direction Leadership development is

equally as critical in providing a foundation to understand organizational needs and culture as well as techniques to execute various leadership processes Bush (2008) stated,

“There is increasing recognition that preparing and developing leaders cannot be left to chance” (p 307) Classroom teachers would agree with this concept not only here in the United States, but on an international scale as well A study in Ethiopia linked the

correlation between the quality of educational supervision and progressive professional development throughout a career as a teacher (Tesfaw & Hofman, 2014) The effects of leadership development reach beyond faculty and out to the student level Leithwood and Jantzi (2006) recognized that leadership, along with classroom teaching, has a significant impact on student learning The complexities of the educational environment have

created a general view among educational professionals that being a good teacher with significant amounts of experience is not enough to prepare an educator for a future role as

an administrator Educational leadership has developed into a unique specialty (Bush et al., 2006) Recognizing the impact of leadership on student achievement is a core

function of a leader, who must define and pursue the visions that give purpose to an

educational institution As a result, leadership development can be considered critical in maintaining sustainable student achievement (Bush et al., 2006)

For other practical purposes, school leadership development is gaining interest because the Baby Boomer generation has begun to retire (Rhodes & Brundrett, 2009) Leadership succession planning is, therefore, a critical concern to current school leaders Hallinger and Snidvong’s (2005) 20-year research indicated that leadership has a direct effect on school climate and educational success Simkins (2005) added that the current common understanding of organizational success by an educational institution is largely dependent on that institution’s leadership model

Leadership is critical to school performance, but leadership development also needs to transcend general instruction and focus on the economic, demographic, and technological needs of the local community When career development with the local school community in mind is approached as being intertwined with succession planning, specific leadership needs can be identified and met in a proactive rather than a reactive culture (Rhodes & Brundrett, 2009) Being proactive means consciously pursuing a formalized succession planning model (Mason, 2015) In succession planning, leadership development opportunities should take place in normal working conditions of the

organizational environment These opportunities often provide the informal mentoring and coaching that occurs between emerging leaders and experienced staff leaders

(Rhodes & Brundrett, 2009)